An Empirical Study Of Multimodal Metaphor’s Application In College English Vocabulary Teaching

In recent years,a group of researchers abroad represented by Forceville have expanded the study of conceptual metaphors which used to be only limited in pure linguistics field to the multimodal interdisciplinary research field,and then the multimodal metaphor theory has been put forward,which arouses more and more scholars’ attention.This study integrates the multimodality theory-oriented courseware with metaphor theory in the college English vocabulary teaching,aiming at exploring university students’ adaptability towards English vocabulary teaching based on multimodal metaphor teaching mode.With the application of experimental teaching method and questionnaires,this study tries to strengthen students’ understanding of metaphor and to improve their vocabulary learning efficiency by incorporating multimodality.This research is designed to investigate whether multimodal metaphor could help foreign language learners enhance their vocabulary learning proficiency.To answer this question,an experiment was adopted.By comparing the vocabulary teaching method,metaphor training in vocabulary teaching can effectively cultivate students’ vocabulary system awareness and enhance their abilities to quickly master vocabulary and the ability of learning a language through a three-month comparison experiment.Besides,a correlation has been conducted to further illustrate the significant difference of scores in the post-test between the control group and the experimental group is mainly due to the increasingly appropriate use of multimodal metaphor.